Circle time

Circle time, sometimes called group time, is a popular practice in education and other forms of social interaction. In circle time, students or other participants organize themselves into a circle to hold a discussion or undertake an activity. Generally, an instructor or moderator will introduce the discussion topic or activity plan and help guide the participants during the subsequent session. Generally used with young students, circle time may have many useful applications for older students, as well as coworkers, decision-makers, and many other groups. Proponents feel that circle time can foster more interactive and meaningful lessons or activities and help participants grow socially and emotionally.

Overview

Circle time is a departure from the traditional education system, common in many world cultures, based on students sitting side-by-side in rows, facing an instructor in the front of the classroom. This traditional structure was meant to promote an orderly class in which students’ attention was channeled toward the instructor and the lessons being taught. Although this structure might have reduced distraction, many people came to believe it had major drawbacks.

Placing sole focus on the instructor deemphasized the potential contributions of students to class discussion and discouraged any student contributions or interactions not specifically sanctioned by the instructor. Moreover, the tiered structure of chairs or desks into rows meant that some students were necessarily closer to the front than others. Students sitting in the back could receive less attention, fewer opportunities to contribute, and more chances to lose focus or misbehave. In general, this system reduced the sense of classroom community and made it harder for some students to get needed attention or make valuable contributions.

Despite the commonality of the tiered structure, the circle structure is not new. Throughout history, circles have represented community, sharing, cooperation, shared power, and safety. Arranging people in a circle for education or other social interactions can be seen in many Native American traditions, for example. The idea of equality and unity established through a circular seating arrangement may also be seen in the famous tale of King Arthur and the Knights of the Round Table.

The history of circle time as a widespread modern educational practice is unclear. The practice likely developed informally and sporadically through generations. However, it began receiving widespread attention and use in schools in the 1990s. By the early twenty-first century, it was a regular feature in countless classrooms, particularly those of early grades. Some innovators of the modern circle time movement include Jenny Mosley, Barbara Maines, George Robinson, and Theresa Bliss. However, countless teachers and students worldwide independently helped spread and develop the technique.

Circle time discussions or activities do not follow an established single procedure. The only requirement is for a group of participants to be arranged in a circle to engage in meaningful interaction. Instructors, students, and others worldwide have adopted and modified that general idea to their own specifications. However, some general themes and ideas are common in circle time activities.

Circle time activities often occur in primary school classrooms daily or weekly for about half an hour per session. A sense of regularity is essential because it shows the importance of circle time interactions and allows students to learn how they work and get comfortable with them. Instructors do not use circle time for the class duration but instead use a more traditional row-based structure for most class time. To begin, the instructor will likely announce that circle time has arrived and tell students to arrange in a circle. The physical logistics of the circle will vary based on the classroom environment and the age and experience level of the students involved. The students may pull their chairs or desks into a circle or sit on the floor in an established circular pattern. The instructor may sit with the children, sit or stand in the middle of the circle, or walk outside the circle. This can help reduce the students’ tendency to focus on the instructor rather than the other students.

When the students are assembled and calm, the instructor may introduce the topic of discussion or the activity to be completed during circle time. When introducing students to circle time, instructors may use easy conversational topics to build comfort and confidence, such as asking students to talk about their favorite colors, animals, or games. Later, the teacher may guide discussions about classroom lessons or more advanced ideas, perhaps concepts that lend themselves to debate. Activities usually include games that emphasize social behavior and communication and may relate to class lessons.

Instructors may have a policy of mixing up the order or arrangement of students in a circle as a way to gently move students out of established relationships and let them meet other students they may not know as well. This aspect of circle time slowly moves students beyond their comfort zones to experience new and more diverse ideas and situations. This promotes diversity and inclusion in the classroom and creates a sense of community.

While circle time activities do not have universal rules, most have important guidelines that promote and protect the intended benefits of the activity. Moderators often explain these guidelines before the activity begins. One of the main guidelines involves the cycle of speaking and listening, which may be a challenge for many participants, particularly young children. In circle time, all participants will have the chance to speak, so they know their input is guaranteed. Speaking is not only important in contributing to a group activity; it also provides an important opportunity to build communication skills and confidence, and to develop ideas and opinions.

Participants may be able to pass on an opportunity to speak, so as not to feel pressured, although instructors generally encourage everyone to participate. Some students who feel tentative about the activity may pass for the first round or two of a discussion, but generally tire of doing so and begin participating regularly during later rounds.

The social nature of the activity requires that people speak in turn rather than attempting to speak over one another. Participants should listen to the current speaker, just as that person should listen to the others when their time to speak arrives. Waiting for a turn and listening are important skills that can foster patience and understanding. They are also vital for an effective and meaningful experience in communication.

Other common guidelines in circle time activities generally relate to respectful expression. Moderators usually try to keep the speech as free as possible but may impose limits on participants insulting or harshly criticizing one another or making off-topic or disruptive comments. This sort of behavior is in opposition to the social and cooperative purpose of the activity. Moderators may choose how to deal with negative and disruptive behaviors, but generally find subtle ways to discourage them. For example, a moderator may ignore a disruptive answer, or may simply ask that the student stop to think and answer again during a later turn.

Applications

Circle time is most commonly used in classrooms and is best known for its applications with very young students. Students in preschool and primary school may gain the most educational and developmental benefits from circle time. Instructors may choose among countless discussion topics or activities for these students. Usually, these circle time activities mix education with fun, and gently encourage students to use social skills and other tools. Often, a circle time session of about a half-hour may be divided into several distinct activities or games.

Simple games such as Simon Says can help young children focus and listen. Activities in which children react by dancing or marching in place to music, and stopping when the music stops, can add some fun and physical movement along with practice following rules. Teachers may use imaginary scenarios and let children act out different fanciful situations, such as being transformed into various animals. Storytelling can also be a valuable aspect of circle time. An instructor may tell a story, stopping periodically to ask questions that students may take turns answering. These questions may prompt listeners to share their feelings about the story or any related experiences they have had. Instructors, particularly in preschool rooms, may also use a calming down exercise at the end of the circle time session to help students settle back into the traditional class format.

Although many people connect circle time with young children, the basic concept can be used by anyone, and circle-based discussion appears frequently in diverse groups and situations. For example, many businesses employ circular discussions between business leaders and employees. An innovator of this practice was Japanese organizational theorist Kaoru Ishikawa, who in the 1960s, promoted circular communication for making decisions and solving problems in businesses. Circle time strategies have also become an important part of the justice system, where they can be used in restorative justice programs to build understanding and healing among those affected by criminal offenses.

Viewpoints

Proponents of circle time and similar activities for students believe that the practice can offer considerable benefits, particularly to young children experiencing difficult family dynamics or those exposed to excessive screen time. Many of these benefits relate to social and emotional learning, a movement in education that promotes student improvement not only academically but also as people. Students may learn and practice numerous social skills during circle time that provide life-long value.

The process of waiting to speak, listening to others, and then speaking is one crucial aspect. Active listening skills, such as paying attention and making mental connections, help build understanding and grow wider knowledge. Speaking skills, such as choosing the best words, speaking clearly, and showing confidence, are also valuable during and after one’s academic years. Other social skills include teamwork, cooperation, respect, and empathy. Empathy refers to sharing another person’s feelings, which can be gained through thoughtful and caring communication.

Through circle time activities, students may also gain a wide variety of personal abilities. For young students, waiting for a chance to speak instead of shouting out may be difficult, but learning how to do this can build vital skills in emotional management. Students may also manage other emotions during circle time, such as nervousness about being asked to speak, or annoyance if another student offers a wrong answer to a seemingly easy question.

Communicating and participating meaningfully during circle time can help students form a fuller understanding of themselves and continue the lifelong process of building self-awareness. For example, they may answer questions about their lives, interests, and preferences that challenge them to consider their deeper feelings. Students may also learn self-motivation skills, as they move away from passing on a chance to reply to forming and presenting a reply during a circle time activity. They may discover that participation can be fulfilling and even fun.

Modern learning systems, such as social and emotional techniques like circle time, can set a foundation for major benefits and accomplishments in a child’s life. Grasping social and emotional concepts can encourage healthy behavior in all areas of life. Children can learn to protect and respect their bodies and minds, and those of others, through proper hygiene and positive health and sexual decisions.

Social and emotional learning can extend to areas of personal safety. It can help reduce bullying and find common threads between people to end misunderstandings and discrimination. It can educate people in safe habits that can reduce injuries, or enable people to act to stop abuse, violence, or exploitation. Such lessons can prepare young people to become active, community-minded adult citizens who positively contribute to society. These people will be more likely to make wise and healthy decisions for themselves and the people around them. They can form healthy, fulfilling relationships and take on challenging, ambitious enterprises.

Circle time activities can also promote gross and fine motor skill development in young children. Children gain balance, coordination, and independence as they move around, dance, and interact. Circle time activities that involve stickers, scissors, puzzles, drawing, sorting, and other similar actions promote fine motor skill development through a fun, social activity.

Thriving in school and later in the working world can build financial security and promote higher standards of living that can benefit society as a whole. At the same time, learning programs such as circle time that place emphasis on children and their ideas and feelings can simply be enjoyable. They can be a fun departure from traditional teaching styles, and help children look forward to attending classes and learning. Altogether, they can contribute greatly to a young person’s health, well-being, future prospects, and happiness in life.

Bibliography

Bliss, Teresa, and Jo Tetley. Circle Time: A Resource Book for Primary and Secondary Schools. SAGE Publications, 2006.

Cook, Ruth E., et al. Strategies for Including Children with Special Needs in Early Childhood Settings. 2nd ed., Cengage Learning, 2018.

Gould, Robbie. "Morning Circle Time Activities: Promoting the Emotional Well-Being of Our Kids." Rasmussen University, 24 Sept. 2023, www.rasmussen.edu/degrees/education/blog/morning-circle-time-activities. Accessed 28 Dec. 2024.

Mosley, Jenny. Circle Fime for Young Children. 2nd ed., Routledge, 2015.

Mosley, Jenny, and Marilyn Tew. Quality Circle Time in the Secondary School: A Handbook of Good Practice. 2nd ed., Routledge, 2014.

Roffey, Sue. Circle Time for Emotional Literacy. Sage Publications, 2006.

Stipek, Deborah. "Making Circle Time Count." Stanford University, 14 Aug. 2018, dreme.stanford.edu/news/making-circle-time-count. Accessed 28 Dec. 2024.

"Successful Circle Times." Penn State Extension, 2016, extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/successful-circle-times. Accessed 28 Dec. 2024.

"10 Compelling Benefits of Circle Time in Preschool." Carepointe Academy, 13 Oct. 2022, www.carepointeacademy.com/blog/posts/10-ways-circle-time-benefits-your-child. Accessed 28 Dec. 2024.

Vanover, Sarah T. "From Circle Time to Small Groups: Meeting Children’s Needs." National Association for the Education of Young Children, 2020, www.naeyc.org/resources/pubs/tyc/apr2020/circle-time-small-groups. Accessed 28 Dec. 2024.

Ward, Makinya. "What Is Circle Time?" Kids Konnect, 7 Nov. 2023, www.kids-konnect.com/blog/what-is-circle-time. Accessed 28 Dec. 2024.